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School of Engineering

2011

Advanced June 19-23

Basic June 26-30

July 5-9

July 10-14

July 17-21

July 24-28

July 31-Aug 4

STEPS III July 18-21

School of Engineering

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STEPS 2011 Annual Report Contents Page Thank You to Sponsors 3 Introduction Letter 4 What is STEPS? 5 History of STEPS 6 Why Does STEPS Exist? 7 Why Focus on Girls 16 STEPS Camp 2011 – Review 20 Evaluation & Diversity 24 Budget 25

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THANK YOU TO OUR SPONSORS The University of St. Thomas is committed to offering an exciting engineering outreach residence camp free of charge to girls from diverse backgrounds, and is able to do so because of the generous support from others who share the same vision. Heartfelt thanks goes to the following foundations, corporations, and to all the individuals involved for their hand in grooming the next generation of creative, competent and conscientious engineers. We know you share our enthusiasm, and we hope you will help us continue the STEPS camps. Thank you.

In addition, generous in-kind contributions received were from 3M, Ford Motor Company, Liberty Carton Company, Tri-Valley R/C Flying Club, Twin City Die Casting, and the University of St. Thomas.

**

STEPS was a great experience and I would

like to thank everyone who made it possible.

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INTRODUCTION

Welcome to the annual report for STEPS Camp 2011. As in years past, this report will share with you the history, framework, goals, changes and evaluation of the STEPS camp program at the University of St. Thomas. Our hope is to continue to encourage young girls to enroll in math, science and engineering courses and, in turn, to consider engineering and related careers as their life’s work. Changes for 2011 included new and exciting workshops, as well as relocating fly night to the 3M Fly Field in Cottage Grove. We hope to provide an image of the excitement of STEPS camps, and invite you to contact us with any questions or comments you may have regarding this report or the STEPS camp itself. Sincerely, Kelly McLaughlin Brown & Elizabeth Flinsch-Garrison STEPS Camp Directors

We think STEPS has been a vital element in our daughter remaining

committed to pursuing a career in science. She graduates from high school

this week and will be enrolling this fall at the University of Minnesota. She is

starting as second semester sophomore because of Advanced Placement,

College in Schools and classes completed at a local community college. Her

academic commitment was bolstered at STEPS camp and it is easy to say

STEPS made a difference in her life.

STEPS Parents

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The STEPS Camp program at the University of St. Thomas is a week long, tuition free residential STEM (Science, Technology, Engineering and Math) camp experience for girls entering 7th, 9th or 11th grade. The STEPS Camp program is designed for girls, to awaken their interest in the field of engineering and to offer the opportunity to become excited about doing engineering.

The Basic STEPS camp program at the University of St. Thomas is an applied STEM experience for girls entering the 7th grade. In six one-week Basic camps, 240 girls (40 each week) live and study on campus to get a firsthand taste of college life. The girls participate in a variety of classes, workshops and activities to gain an understanding of basic principles of engineering processes through a fun, hands-on experience with high-tech equipment in a college setting. The Advanced STEPS camp is an applied STEM experience for girls entering 9th grade. The focus is to build upon the foundation offered in the Basic STEPS camp that girls experienced two years earlier. Girls who completed Basic STEPS are eligible to attend Advanced STEPS. STEPS III is offered for girls entering 11th grade. STEPS III is tuition free and is open to all girls who have attended either Basic or Advanced STEPS camp. In its second year, 13 girls attended STEPS III. STEPS III continues to build upon the foundations offered in Basic and Advanced STEPS Camp. The camp is a rigorous, college level experience taught by engineering faculty at the University of St. Thomas. Girls who successfully complete STEPS III receive college credit if they choose to attend the University of St. Thomas and major in engineering. STEPS IS • An opportunity for girls to learn more about engineering and what engineers do • Outstanding instructors with backgrounds in engineering, technology and science • A one-week introduction to the world of technology and engineering • A hands-on experience with high-tech equipment and processes • A college-camp experience at the University of St. Thomas • A fun way to learn about STEM with other girls sharing similar interests For more information, please contact: Jacki Kubal 651.962.5750 jkkubal@stthomas.edu Or visit: http://www.stthomas.edu/engineering/steps/

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The University of St. Thomas celebrated its 12th successful year in the summer of 2011. The University of St. Thomas’ STEPS camp program was piloted with a generous grant from the

Society of Manufacturing Engineers (SME) Foundation. In addition, leaders from the University of Wisconsin-Stout, who created and offered the first STEPS camp in 1997, generously shared their ideas and expertise with St. Thomas. The first year outcome was a solid camp program at the University of St. Thomas that motivated and inspired girls to pursue science and engineering. The first STEPS camp at St. Thomas, in 2000, was clearly a success. For the past twelve years, the strong program leadership and talented staff and teachers, have made it possible for young campers to experience first-hand, the exciting world of engineering, and to consider new vistas for their lives. As the camp grew, STEPS at St. Thomas gained momentum and support from students, faculty, staff, teachers, parents, and the community. From the outset, STEPS at the University of St. Thomas experienced enormous success and in 2011, completed its 12th year of getting girls excited about doing engineering.

One goal of the camp is to offer a balance of classes. We want the camp to have a technical focus but it is camp and so it must be fun. The classes are divided such that 30% offer technical content, 30% are academic but non-technical and 30% are team building and recreational. The mixture works year after year. The girls learn technical skills, make new friends and have fun. Kaye Smith Project Director – STEPS

Camp

It all began in the mind of Pete Heimdahl -- and an initial grant from SME's Education Foundation. When Heimdahl, executive director of STEPS for Girls (University of Wisconsin-Stout) and associate dean of UW-Stout's College of Technology, Engineering and Management, had a difficult time finding women engineers to fill faculty positions at the university, he quickly realized that the shortage of women engineers could only be alleviated by attracting them to the profession at an early age. To address this issue, he started STEPS in the summer of 1997 and it's still going strong today. Society of Manufacturing Engineers (SME)

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Research on the lack of women in STEM fields is prolific. A review of the literature finds three common themes addressing the lack of women in STEM fields. Only the first two will be considered in this report. First, there remains a common belief that boys and men are better at math and innately better suited for STEM fields than girls and women. A large number of articles address these cognitive differences as an explanation for the small numbers of women in STEM. A second belief is that girls are simply less interested in STEM than boys. A third belief involves the STEM workplace, with issues ranging from work-life balance to gender bias (this theme is not addressed as workplace issues are beyond the age group of STEPS camp participants). Cognitive Sex Differences. Differences in math performance between girls and boys no longer exists in the general school population, but the issue of cognitive sex differences, including math ability, remains an active area of interest and research. Differences in average IQ between girls and boys is small, however, girls and boys have different cognitive strengths and weaknesses. Generally, boys perform better on tasks using spatial skills and girls outperform boys on tests relying on verbal skills (Hill, Corbett, and St. Rose 2010:20). Many people consider spatial skills to be important for success in fields like engineering, even though the connection between spatial skills and success in STEM fields is not definitive (Hill, Corbett, St. Rose 2010:20). When employers are asked what skills are missing in their newly hired engineers, soft skills such as communication and interpersonal skills head the list; skills at which girls typically outperform boys. Employers are quick to emphasize that technical knowledge is just a minimum requirement for success in a STEM career. Current research comparing biological and social factors as a cause of women’s underrepresentation in STEM fields is inconclusive. Female and male brains are physically distinct but how these differences translate into specific cognitive differences is unclear. Socio-cultural influences still appear to have the greatest affect on girl’s representation in STEM fields. The ratio of boys to girls among children identified as mathematically precocious as well as the increase in girls scoring about the 99th percentile on the 2003 Program for International Student Assessment, has changed far faster than it would take for a genetic change to travel through the population. These rapid and significant changes in girl’s math performance, illustrates the affect of social beliefs and cultural influences on the development of mathematical skills (Hill, Corbett, St. Rose 2010:21). Yet, boys outnumber girls at the very high end of the math test score distributions and some have suggested that this gender difference accounts for the small numbers of women in the math intense STEM fields like physics and engineering. Still, fewer women pursue STEM careers than would be expected based on the number of girls who earn very high math scores. Interestingly, the highest-scoring math students, male or female, do not populate the science and engineering workforce. In fact, one-third of college educated white men in STEM careers scored under 550 on the SAT, the average math score for a humanities major. Even though correlation exists between high school math test scores and

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later entry into STEM education and careers, very high math scores are not a prerequisite for success (Hill, Corbett, St. Rose 2010:21).

Just Not Interested Many girls and women report that they are “just not interested” in science and engineering. In a 2009 poll of young people, ages 8-17, 24 percent of boys but only 5 percent of girls said they were interested in engineering as a career. From early adolescence, girls express less interest in math or science careers than boys (Hill, Corbett, St. Rose 2010:21). Interest in an occupation is influenced by many factors, including a belief that one can succeed in the field. Studies have shown that girls assess their mathematical ability lower than do boys with equivalent achievement while at the same time, they hold themselves to a higher standards in subjects like math, where many still believe that boys excel. Gender differences in self-confidence in STEM subjects begins in middle school and increases through high school and college, with girls reporting less confidence than boys in the math and science ability, even though grades reflect no difference in ability (Hill, Corbett, St. Rose 2010:22). Students who lack confidence in math or science are less likely to take rigorous math and science courses and will more quickly give up in the face of difficulty. Research has shown that when a girl believes that she can become smarter and learn what she needs to know in STEM subjects, she is more likely to succeed in a STEM field. Culturally prescribed gender roles also influence occupational interest. Girls develop beliefs that they cannot pursue certain occupations because they perceive them as inappropriate for girls (Hill, Corbett, St. Rose 2010:22). Well documented gender differences exist in the value that women and men place on doing work that contributes to society, with women more likely than men to prefer work with a clear social purpose. The source of this gender difference is as yet, unclear. Regardless, most people do not view STEM occupations as directly benefiting society or individuals. As a result, STEM

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careers often do not appeal to women (Hill, Corbett, and St. Rose 2010:22). A couple of bright spots are the STEM disciplines of environmental engineering and biomedical engineering, which have succeeded in attracting higher percentages of women (Hill, Corbett, St. Rose 2010:23).

“I liked camp a lot. The counselors and the class teachers

are really nice and fun. I learned a lot and it has helped me

decide what classes I want to look into (like Physics).”

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The number of women in science and engineering is growing, yet men continue to outnumber women. Girls in elementary school generally like math, but by high school they are less likely than boys to feel competent despite their higher grades. Nearly equal numbers of girls and boys take math and science courses through high school, meaning that girls and boys leave high school equally prepared to pursue science and engineering majors (Hill, Corbett, St. Rose 2010:xiv). Yet many fewer women than men pursue majors in these fields, even though women are the majority of college students (Hill, Corbett, St. Rose 2010:5). Twenty-nine percent of male freshman or nearly one-third, intend to major in a STEM field when they enter college, compared with only fifteen percent of female college freshmen. When the biological sciences are not included, just over twenty percent of male freshman plan to major in a STEM field but the number drops to only five percent for women (Hill, Corbett, St. Rose 2010:7). These statistics are alarming when data from the Department of Education shows that girls earn more high school credits in math and science than boys and also earn higher grades in these subjects. Even though women who pursue STEM majors in college are typically well qualified, approximately forty percent will change their major to a non STEM area, about the same percentage as for men. But since the numbers of women are so small to begin with, the loss of women from these majors is of special concern (Hill, Corbett, St. Rose 2010:9). At graduation, women earn about twenty percent of the bachelor’s degrees awarded in engineering. This number has increased only slightly over the past fifteen years; from fifteen percent in 1996 up to nineteen percent in 2006 (Hill, Corbett, St. Rose 2010:9). Showing girls what engineers do and giving them hands on experiences with engineering in a supportive girls’ only environment, helps them to see themselves as engineers and to believe that engineering is not just a field for boys. This is especially important as attracting and keeping women in the STEM workforce will maximize innovation and creativity. When only men design things that will be used mostly by women, the needs and desires unique to women are often overlooked. Some early voice recognition systems did not recognize female voices and the first generation of automotive airbags resulted in avoidable deaths for women as they were designed to best suit adult male bodies. When women are involved in engineering and engineering design, these costly mistakes can often be avoided (Hill, Corbett, St. Rose 2010:3).

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The Field of Engineering Continues to Grow. The National Science Foundation estimates that about five million people work directly in science, engineering and technology; about 4 percent of the work force. But this relatively small group of workers is critical to the economy. In addition, workers in these fields tend to be better paid and experience higher job security than many workers. The Bureau of Labor Statistics predicts an 11% growth in engineering jobs from 2006 – 2016. The U.S. Department of Labor shows that nine of the ten fastest growing occupations require at least a bachelor’s degree in a field that requires significant science and math training (Hill, Corbett, St. Rose 2010:2). At STEPS camps, girls are exposed to applications of math and science and how these subjects are used in engineering and in design. Math and science become important and useful tools to solve real world problems. Math and science are no longer only something found in a textbook. The girls make critical connections between theory and how theory is used to solve real engineering problems. Seeing and making these connections helps these girls to believe that they too, can do engineering. We need to diversify the engineering workforce. Women currently make up approximately ten percent (10%) of the engineering workforce and minority women make up less than five percent (5%). While there is no way to measure lost potential, there is a general acceptance that steps should be taken to nurture the engineering talent of girls from diverse backgrounds. STEPS camps at St. Thomas works to encourage the underrepresented of the underrepresented to consider careers in engineering, and draws a minimum of thirty percent of STEPS campers come from racially diverse backgrounds.

“Steps camp was an awesome experience for me! I haven't even been here a week yet I still know twice as much as I did about engineering than before!”

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STEPS is designed to cultivate girl’s achievement and interest in science and engineering. Despite girls’ lower interest in science and math compared to boys, research suggests that there are ways to increase girls’ interest in STEM areas. When girls are exposed to positive statements about their abilities to do engineering and given an opportunity to meet the demands of engineering, their confidence in their ability grows. Exposure to female engineering students and female engineers counteracts the stereotypes of engineering as an unusual career for women. Experiencing engineering in a supportive, girl’s only environment, helps girls see the social aspect of engineering. Classes that emphasize the people-oriented and socially beneficial aspects of engineering appeal to a girl’s need to see how engineers contribute to society. STEPS accomplishes these goals by the following means:

o Girls are exposed to women’s achievements in science and engineering by studying “Herstory”.

o Girls are exposed to successful female role models in science and engineering through interactions with practicing engineers and with engineering students.

o Girls are encouraged and allowed to work with field specific equipment. o Girls are presented with challenges, encouraged to work hard and learn from

their mistakes. These messages teach girls the values that are at the heart of engineering.

o Girls in a single gender environment are not affected by stereotype threat, believed to be a reason why girls, despite their higher grades in math and science, feel less competent than boys. Female students are attracted to learning environments and schools where they can develop a sense of

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community with other girls and can work toward similar goals together. It becomes cool to be smart. They are with others like themselves.

o Further, studies have shown that women in a female cohort are more likely to earn their degree and to enter the workforce as engineers. STEPS camp provides this type of learning environment and hopes to continue the cohort model into higher education.

We need to provide supportive class climates to gain skills and confidence in science and engineering. We need to provide opportunities for girls to operate equipment that is central to the field. Females in science and technology courses often assume roles of data recorder and report writer, while males tend to operate mechanical equipment. Girls report that they would like to assume roles requiring hands-on skills such as computer-aided drawing, machining, and component assembly, but are reluctant to climb out of their comfort zone to do so. Even when instructors intervene, girls are reluctant to give up the tasks they perform well to learn new skills citing the benefit to the team and project. For female students, dominance by male team members can further complicate the issue and lead to marginalized roles within the team. First year female engineering students report that they have not tinkered with tools, disassembled gadgets, or built toy models, as have many of the male students. The opportunities provided in STEPS camps, give girls hands on experience and skills, increase their confidence in their hands-on skills, and sparks further interest in science and engineering. We need to meet the needs of Americas changing work force. While there have been warnings for more than 50 years about a projected shortage of U.S. scientists and engineers, a renewed push over the past four years has earned greater public attention, including President Obama’s administration. In speaking to the National Academy of Sciences in April 2009, President Obama announced "a renewed commitment to education in mathematics and science," fulfilling a campaign promise to train 100,000 scientists and engineers during his presidency. According to the National Science Foundation, U.S. colleges graduated about 460,000 scientists and engineers combined in 2005. Meanwhile, emerging nations such as India and China produced nearly 700,000 engineers alone and currently

“Thank you for allowing me to have this opportunity to expand my knowledge on science and engineering this has really helped me to learn more about women working in a man’s world. Thank you”

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represent more than 19 percent of the workers in U.S. science and engineering fields, compared to less than 10 percent in 1990. Yet, of the estimated 1.5 million engineers in the U.S., only nine percent are women. Additionally, while underrepresented minorities make up 30 percent of the U.S. population, they make up only 12 percent of graduates with a B.S. degree in engineering. The time is now to put key pieces in place that will form a diverse and creative workforce that will help meet the demand for engineering talent. STEPS Camp exists in order to introduce young girls to the exciting field of engineering. Informal and formal assessments show that STEPS is effective as it motivates young girls to pursue rigorous science, math and technology courses throughout their education, and encourages them to consider careers in those fields.

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There are five myths about girls and science that endure, according to the National Science Foundation's Research on Gender in Science and Engineering program: Myth 1: From the time they start school most girls are less interested in science than boys are. Reality: In elementary school about as many girls as boys have positive attitudes toward science. The persistence of stereotypes start to turn girls off, and by eighth grade, boys are twice as interested in STEM (science, technology, engineering, math) careers as girls are. Myth 2: Interventions that work to increase girls' interest in STEM run the risk of turning off the boys. Reality: Educators have found that interventions that increase girls' interest in STEM also increase interest among boys. When girls are given a greater sense of possibility about the person they could become, the boys get the message too — "I can do this!" Myth 3: Science and math teachers are no longer biased toward their male students. Reality: In fact, biases are persistent, and teachers often interact more with boys than with girls in science and math. When instruction is inquiry-based and hands-on, both boys and girls are motivated to pursue STEM activities, education and careers. Myth 4: When girls just aren't interested in science, parents can't do much to motivate them. Reality: Parent and teacher support has been shown to be crucial to a girl's interest in science, technology, engineering and math. Parents and teachers are in a position to tell young people what coursework and grades they need to put themselves on a path to a STEM career. Myth 5: Changing STEM curriculum at college risks watering down important “weed out” courses. Reality: "Weeding out" weaker students in college majors — especially in quantitative disciplines — disproportionately weeds out women. Women often perceive a "B" as an inadequate grade and drop out, while men with "Cs" will persist with the class. Mentoring and "bridge programs" that prepare students for challenging coursework are some of the most effective interventions according to the NSF.

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Recruitment and retention of females and minorities in the field would add to the number of engineers and would lead to broader contributions. It is no secret that minorities and females are underrepresented in the field of engineering. Consistent with the increased representation of women among STEM degree recipients, women’s representation in the STEM workforce has improved in recent decades, up from 0.4% percent of engineers in 1960 to 11 percent by 2000 (Hill, Corbett, St. Rose 2010:14). While this is an impressive increase, the field still suffers from a lack of diversity. It stands to reason that this lack of diversity will continue unless measures are taken (Society of Women Engineers; U.S. Census; National Science Foundation). Research on interest in science and engineering does not usually consider gender, race, and ethnicity simultaneously. Of course, gender and race and ethnicity interact to create different cultural roles and expectations for women from different backgrounds. In the African American community, characteristics that are considered appropriate for women such as high self-esteem, independence and assertiveness, can lead to success in STEM fields, yet the number of African American women in STEM remains low, suggesting other barriers are important (Hill, Corbett, St. Rose 2010:23). For youth from communities of color, there is often a lack of advanced math and science classes as well as qualified teachers in schools serving low-income and minority neighborhoods. As a result, only a small percentage of underrepresented minority students graduate from high schools with the requisite preparation in science and mathematics to qualify for admission to study engineering or technology at the college level. Those who do pursue such college degrees often face difficulty in funding their tuition, according to a study funded by EMC Inc., a global information technology management company. For young women, research from the National Science Foundation has found that they have the same positive attitudes towards science as boys in elementary school but that something else starts happening in elementary school. For example, by second grade, when students (both boys and girls) are asked to draw a scientist, most portray a white male in a lab coat while any woman scientist they draw looks severe and not very happy. The persistence of the stereotypes start to turn girls off, and by eighth grade, boys are twice as interested in STEM (science, technology, engineering, math) careers as girls are. The female attrition continues throughout high school, college and even the work force as women with STEM higher education degrees are twice as likely to leave a scientific or engineering job as men with comparable STEM degrees.

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Every girl that attends Basic Camp builds and flies a radio controlled airplane. At the end of

camp, they get to take the airplane home. On the first day of airplane lab, many girls are

surprised by the size of the plane. With a 51 inch wing-span, the plane is bigger than some of

the campers!

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The National Science Foundation (NSF) has revealed that junior high girls are especially vulnerable to making critical high school curriculum choices that could limit their ability to enter, participate in, and succeed in an engineering program in college. In response to that research, programs were created so that girls at this vulnerable point could make informed choices regarding a meaningful path to high school coursework and college engineering programs. Specifically, the Society of Manufacturing Engineers (SME) proposed a Science Technology and Engineering Preview Summer (STEPS) camp for girls as a one-week introduction to the exciting, fun, challenging, and rewarding world of science, technology and engineering. STEPS Camp program leaders continuously improve the camp curriculum as a means to continue building upon the girls’ interest in engineering following Basic STEPS camp. In 2004, St. Thomas polled interest among former campers in an Advanced STEPS camp. The response was overwhelmingly positive. Thanks to generous benefactors and frugal program leaders, the University of St. Thomas, during the summer of 2005, introduced a one-week Advanced STEPS camp around the theme of alternative energy. Forty (40) girls who had just completed Grade 10 were accepted into the first Advanced STEPS camp, which, like the Basic STEPS camp before it, was a clear success. In 2008, the Advanced camp went through a program change and started to be offered to girls who had just completed 8th grade.

I attended both levels of STEPS camp. The motorized aircraft we assembled is still hanging

in my room. The experience of attending the camps changed my opinion of the science field

forever. Gaining the knowledge through STEPS that there are places for females in the field

of science fueled my desire to enter it.

Living in the dorms and having groups didn’t seem as important then as it does now.

Entering college as a freshman this year will be much like an extended (slightly less fun)

version of STEPS camp. I will be living in the dorms on a floor reserved for people with the

same science major; much like our groups roomed together and stayed on the same floor

during camp.

The academic things we learned during Advanced STEPS helped in chemistry class. The

effects of the camp continue way beyond the summer and have positive life changes on

many girls.

----Former STEPS Camper and College Fresh(wo)man

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STEPS III – The next level of STEPS Camps. As we continue to create more experiences to sustain girls’ interest in engineering, an even broader base of resources and opportunities are needed. During the summer of 2010, a third year camp experience was added to the STEPS Camp program. Through the donations of generous benefactors, careful budgeting by program leaders and additional grant support, STEPS III was offered for the second time in the summer of 2011. STEPS III is a third immersion into the world of science, technology and math at a time when girls are beginning to plan for college. STEPS III is open to all previous STEPS campers who are currently in grades 10 or 11. The academic rigor of STEPS III is at the college freshman level. Girls that successfully complete the camp receive credit at the University of St. Thomas for Introduction to Engineering; a required course for all incoming freshman who plan to major in engineering. The theme of STEPS III is systems engineering and controls.

SUMMARY The demand for engineers is greater than the supply. As the engineering workforce in the United States ages and hopes to pass the baton to others in the field, there is heightened sensitivity to diversification. STEPS focuses on capturing the interest of young girls from diverse backgrounds, exposes them to the excitement and fun of engineering, science, and technology, and with hope, expands the creativity and productivity of the field of engineering. With the generous help of supporters with shared vision this hope is closer to becoming reality.

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Basic STEPS Program Review Basic STEPS campers, girls who have just completed Grade 6, experience first-hand the excitement of physics, chemistry, working with electricity and electrical components, and leave the University of St. Thomas campus having manufactured a radio-controlled airplane. Each camper builds a set of wings, a tail, a fuselage, thermoforms a canopy, drills a nose cone and assembles the components to create their very own plane in the Airplane Lab. The girls fly their planes at an event called, “Fly Night”. Each Wednesday evening of Basic STEPS, campers meet experienced radio control airplane pilots at the 3M Fly Field, and together, fly their planes before the watchful eyes of families and friends. Campers at Basic STEPS are often presented with their first opportunity to use a drill or glue gun, a computerized numerical-controlled machine, a plastic injection molder and a plastic thermo-former, to build a website, or to tinker with electricity. When girls have positive experiences regarding their abilities to do engineering and are given an opportunity to meet the demands of engineering, their confidence in their ability grows. These experiences build pride in accomplishment and enhance their view of themselves as competent, capable and creative people. For the third year in a row, airplane lab workers were University of St. Thomas engineering students. All the students had just completed their first or second year of the engineering program. These young, smart, successful, female and male college students served as additional role models for the girls. The college students not only helped the girls build great planes but talked with them about the importance of education and making good life choices. It was clear that the girls enjoyed interacting with the students. BASIC STEPS Activities St. Thomas designed Basic STEPS to achieve a balance between technical skill development, non-technical skill development such as writing and critical thinking, and recreational activities. Ideally, through a balanced focus, campers enjoy their time at the university, learn about

This is the best camp for educating and inspiring girls in their teens to become engineers This camp opens up a wider spectrum of careers that they could have that they didn't know about. This helps them become aware of what it is like to be an engineer, to be confident, and to be smart. It also teaches them that they are not the only ones that love to learn and be involved in science.

STEPS Camper

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scientific principles and their respective engineering applications, and create useful products. Ultimately, these thing lead to enhanced competency and consideration of engineering as a career. Following is a table of the activities included in the 2011 Basic STEPS camp.

Basic STEPS Camp Activities

Technical Developmental Recreational

Airplane Assembly Animation Chemistry Electricity Flight Simulation Machining MacGyver Webpage Design Physics Plastics Mobile Math

Counselor-led Evening “TAPS” Ecology Fly Night (Radio Control Airplane) History of Women in Science and Engineering Team Building Biology Mass Media Creative Engineering

Crazy Olympics Dutch Auction Games Karaoke Movie Night Skit Creation Snack Party Arts and Crafts

Basic STEPS Staff and Volunteers STEPS camp relies on role models to provide guidance and inspiration. Every effort is made to involve outstanding people in the STEPS program including college students, community members, university and technical college personnel, high school teachers, volunteers, counselors, instructors, lab assistants, and presenters. Importantly, model airplane enthusiasts from Tri-Valley R/C Flyers serve as mentors to STEPS campers as they demonstrate how to fly the radio-controlled airplanes. Each volunteer has a unique fingerprint on the overall success of the 2011 STEPS camps.

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Advanced STEPS Program Review Advanced STEPS campers, girls who have just completed 8th grade, are starting to consider and make choices regarding college, career and what classes to take in high school. At STEPS camp, they experience first-hand, life at college including dormitory living, cafeteria meals, and classes. They start to envision their life following high school. In its sixth year, Advanced STEPS camp continues to be successful. Activities As with the Basic camp, the Advanced STEPS camp is designed to achieve a balance between technical skill development, non-technical skill development such as writing and critical thinking, and recreational activities. Ideally, through this balanced focus, campers once again enjoy their time at the university, learn about scientific principles and their respective engineering applications, learn useful skills and create products. Ultimately, these things would lead to enhanced competency and consideration of engineering as a career. Following is a table of the activities for Advanced STEPS camp.

Advanced STEPS Camp Activities

Technical Developmental Recreational

Rocket Launcher Build Biology MacGyver Workshop Rocket Science Environmental Science Heat Transfer Wind Energy Chemistry Renewable Energy Tech Water is Life Animation Rocket Build

Counselor Led “TAPS” Geo Caching Rocket Launch History of Women in Science and Engineering Art Target Speakers – Female Engineers

Board Games Karaoke Pizza Party Skit creation Snack Parties Teambuilding Eco Runway Jewelry Making Arts & Crafts

Thank you for allowing me to have this opportunity to expand my knowledge of science and engineering. This has really helped me to learn more about

women working in a man’s world. Thank you. –STEPS Camper

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STEPS III Program Review STEPS III campers, girls who have just completed 10th or 11th grade, are at a transitional time in their lives, where they are beginning to explore the college application system and to consider what college to attend and what majors to consider. At STEPS III camp, these girls experienced first-hand, the rigor of college level courses. They got a taste of the freedom that comes with attending college and were challenged to use engineering to design new products. Girls in STEPS III had the opportunity to act as beta testers for a not yet to market, hand held electronic device called a Nerdle. Each girl built a Nerdle and then used C++ to program the Nerdle to play a simple game of her choice. The prototype Nerdles, used in STEPS III were developed and supplied by Wayne and Layne (http://wayneandlayne.com/). In another activity, the girls did research on how to design and build a chair. Then each girl created a CAD drawing of her design using Solid Works. When the designs were completed, they were cut from thin wood using a laser cutter. This allowed each girl to assemble a finished model of her design. Each girl that attended STEPS III left camp with a set of basic engineering tools that she can use in her future course work.

Parent Involvement Guardians and parents continue to make generous donations to the STEPS program. Guardians and parents continue to be enthusiastic STEPS supporters as the anecdotal, qualitative and quantitative data reveal. Stories from parents and guardians note a significant increase in campers’ positive perceptions and interest in science and engineering. Guardians and parents assist in fundraising efforts by making personal contributions. In addition, many inquire about making tax-deductible donations and application methods for employer matching funds.

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EVALUATION

Every year we continue to evaluate “Does STEPS Camp make a difference?

Nearly 300 girls from the 2011 Basic, Advanced, and STEPS III camps provided feedback showing that STEPS camp leads to more positive attitudes toward engineering and science, greater enrollment in advanced science and math courses, and greater enrollment in engineering and science degrees and careers. Specific areas of evaluation included: Campers were surveyed at the beginning and at the end of camp.

Data shows that STEPS is significantly and positively correlated with:

reaching girls from diverse backgrounds

positive changes in attitude toward technology, science and engineering

girls’ plans to take more technical and science courses in high school

girls’ plans to pursue science, engineering and technical courses in college, and

girls’ consideration of engineering related careers following college. After experiencing STEPS camp, girls were significantly more likely to take math and science courses in high school.

DIVERSITY In 2011 STEPS continues to be committed to diversity. Program directors ensure diversity with an average of 30% of campers come from ethnic minority groups and an additional 10% from non-minority families with incomes under $50,000.

Conclusion Thanks to the support of our generous funders, without which STEPS Camp would not be possible. The evidence for the ongoing need and successes of STEPS Camp compels staff and supporters to sustain and build the program to its full potential. We rely on the generosity of our funders, volunteers and community to whom we proudly present this report. Thank you!

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Camp Budgets Basic, Advanced and STEPS III Camps Camp Budgets

2011 Actuals Basic, Advanced, & III

Revenue

Total Contributions $134,826

Expenses

Room $31,710

Board $17,940

Salaries and Wages $85,170

Supplies/Activities $12,349

Transportation $3,241

Miscellaneous $1,617

Assessment $412

Subtotal $152,440

Sources of Funds

Foundations, Corporations, Individuals $134,826

Expenses $152,440

Total Uses of Funds -$17,614